Lesson Plan for Grade 9 Physical Education: Lacrosse Lesson Theme: Aboriginal Games

Curricular Learning Outcomes:

GLOs:
GLO 1-Movement
GLO 2-Safety
SLOs:
S.1.S1.A.1: Select and refine transport skills, applying mechanical principles related to activity-specific physical activity skills
S.1.S1.A.2: Select and refine manipulation skills, applying mechanical principles related to activity-specific physical activity
skills
S.2.S1.A.1a: Participate in physical activities at a level that contributes to the goals of an individualized fitness plan.
K.3.S1.A.1: Review safety rules, routines, and procedures prior to participating in physical activity

IAPLOs:
-demonstrate willingness to participate in traditional Aboriginal games
-demonstrate awareness of the history in Aboriginal games

Materials & Approx.

Activities Plans Strategies Resources Time
ACTIVATING History of Lacrosse as an Indigenous Game/Lacrosse Safety 15 min
Review and Passing Shuttle Lines
 Safety Rules:
o Keep two hands on your lacrosse stick at all
times during the drill
o Students that are not at the front of the line
must be at least a sticks length away from
the student at the front of the line
o There is to be no hitting any individuals or
their sticks with your stick at any point of the
drill
o There is to be no physical contact at any
point during the drill
explanation / Have the students gather around at centre court and take a One lacrosse stick
rationalization seat on the floor. Inform the students that they are to find a for every student
partner once you are done giving them instructions. Tell in class (approx.
them that they are to review the safety rules of lacrosse and 20-35 sticks), one
how to overhand pass and any errors in their techniques with lacrosse ball per
their partner as well as discuss one reason each why lacrosse group (approx. 5-
plays such an important role in Aboriginal culture. Once they 10 balls)
have done this, tell them that they are to find two other
partner groups to share their errors assessment, safety rules,
and lacrosse significance points with before determining as a
group of 6 that they are all ready to participate in the first
drill. Have the students return to the centre of the gym and
have groups share what they discussed. Then show them
these two images as they are hints to the significance of
lacrosse in aboriginal culture (ex. Training method for the
men to prepare them for battle, is the Creator’s game and
holds a deep spiritual meaning, served as a form of healing,
etc.)

Next, pick 5 students to assist you with providing a

demonstration of the drill. This should help explain the drill
clearly and answer most questions that students may have.
Explain to the students the drill (see next paragraph), and
walk through the demonstration slowly to make sure the
students grasp the idea of the drill.

Have the students get with a partner and each take a lacrosse
stick. Once they have done so, have them get together with
two other sets of partners, to form a group of 6 people. Each
group of 6 will need one lacrosse ball. The group will split
into 2 single file lines of 3 people approximately 15 feet apart
and facing each other. The ball will start with the person at
the front of one of the lines. The person with the ball will do
an overhand lacrosse pass to the first person in the other
line. Once the pass is made, the person who threw the ball
follows their pass and runs to the back of the line they threw
it to. The person that received the pass does the same thing
as the previous person. This continues for the remainder of
the activity.

This activity is designed to activate students’ knowledge from

the previous class where they were introduced to lacrosse
and the basic skills involved with passing the lacrosse ball.
ACQUIRING Individual Shooting Progressing to Partner Passing on the 15 min
Move with a Shot:

explanation / This activity will be run on both sides of the gymnasium. Have One lacrosse stick
rationalization the students for two lines, one in each of the opposite for every student
corners of the gym. All students should have a ball in their in class (approx.
stick. On the teacher’s signal, the first student in each line 20-35 sticks), one
runs down the side-line of the court on the side that they are lacrosse ball for
on and shoots their lacrosse ball into the net that is on the every student
baseline. Once the student has shot their ball, have them (approx. 20-35
retrieve their ball quickly as the next student in line will balls), two hockey
already be moving down the court, and have them go to the nets or lacrosse
back of the opposite line. The next student in line begins nets.
once the first student has shot their ball. Demonstrate this
drill and explain the proper form of shooting a lacrosse ball.
Emphasize to hold the stick with two hands, to push with the
top hand and pull with the bottom hand, and to follow
through towards the target.

After running the drill for approximately 5 minutes, sound

the horn on the score clock and gather the students back at
centre court. Explain to the students that they are to know
get back together with their partner and they will need one
ball between the two of them. There will be two lines, on
opposite corners of the basketball court and hockey nets set
up at the two empty corners of the court. The first pairing of
partners in each corner starts by standing approximately 10
feet apart and facing each other and parallel to the side-line.
On the teacher’s signal, the two sets of partners will side
shuffle down the court, making as many overhand lacrosse
passes with their partners as they can. Once the students
have made it about ¾ of the way down the court, the partner
with the ball will turn and take a shot at the hockey net and
then retrieve their ball. The pair will then go to the back of
the other line that will be running the same thing down the
other side-line. Pairs should be alternating which person
takes the shot. If the ball is dropped, the partner who is
closest to the ball must trap the ball (as they have already
learned) and then they can pick it up and continue passing.
The next group goes when the first group has made it half
way down the court. Demonstrate this progression of the
drill with a student prior to starting the drill.

This activity is designed to build on students’ previous skills

of passing the lacrosse ball, but now students are being
introduced to passing on the move. This increases the
 complexity of the skill, and is a required skill to participate in
a game of lacrosse.

APPLYING Ultimate Lacrosse: 30 min

explanation / Due to the size of the class, there will be two half court One lacrosse stick
rationalization games taking place simultaneously to increase student for every student
participation. Each game will involve two teams of 5-10 in class, two
students each team. The playing areas are set up the same lacrosse balls, 16
way an Ultimate Frisbee would be, with two end zones. pylons to mark the
Teams attempt to score a touchdown by having a player on playing areas, 4
their team catch the lacrosse ball in the other team’s end colours of pinnies
zone. Offensive team begins the game at their end line. The divided equally
first player must pass the ball to begin the game. The player (one for every
with possession of the ball cannot move but they can pivot. student in class)
Offensive players without the ball are free to move wherever
on the playing area they want. The player with the ball can
pass the ball to anyone of their teammates, with the end goal
of trying to get the ball to the other team’s end zone.
Defensive players must play one-on-one, no double teaming,
and must remain at least one stick length away from the
player with the ball. There is no slashing or knocking the ball
out of other player’s sticks, but interceptions or knock downs
of passes is allowed. If a player drops the ball, it is a free ball,
and the first player to trap the ball obtains possession for
their team. Once a ball is trapped by a player, the defensive
players must step back at least one stick length away from
that player. If the ball goes out of bounds, it is an automatic
turnover. There is no body checking allowed at any time in
the game. After a score, the opposite team gets the ball at
their goal line. After 10 minutes of play, teams will switch
with the other game in progress so that every teams gets to
face each other.

This game is a great way to allow students to apply the skills

they have learned throughout the class in a fun and
challenging way. The game is not quite a full game of lacrosse
so it is not quite as difficult to play and students can focus
more on their passing skills.

Assessment method: Participation Assessment (completed

by teacher) and Exit Slip
Grading method: Scale of 0-5 based on participation, effort,
ability to follow rules, and positive attitude (see attached
page for rubric scale)
Closure High-Five Hustle and Exit Slip

explanation / Students must high-five at least 10 other students and then 2 min
rationalization must come sit down by the teacher. Teacher thanks everyone
for their participation in class and asks the students to reflect
on the activities in today’s class. Provide each student with a
piece of scrap paper and a pencil. Have them write down 2
passing or shooting techniques/cues that they
learned/practiced in the class, 2 safety rules that were
required for participation, and 1 fact about the history of
lacrosse as an indigenous game. This sheet will be the
students exit slip to leave the class. Students can then grab a
drink of water and head to the changerooms to get changed.

Participation Assessment Rubric

0  Student did not participate in class activities

 Did not listen to the teacher
 Did not follow the rules of the game
 Showed little respect for classmates
 Student was late or absent without excuse
1  Student participated in class activities rarely
 Listened to the teacher rarely
 Followed the rules of the game rarely
 Showed respect for classmates rarely
 On task rarely
 Did not demonstrate the Specific Learning Outcome
2  Student participated in class activities sometimes
 Listened to the teacher sometimes
 Followed the rules of the game sometimes
 Showed respect for classmates sometimes
 On task sometimes
 Displayed some understanding/demonstration of Specific
Learning Outcome
3  Student participated in class activities usually
 Listened to the teacher usually
 Followed the rules of the game usually
 Showed respect for classmates usually
 On task usually
 Displayed adequate understanding/demonstration of
Specific Learning Outcome
4  Student participated actively in class for the majority of the
class
 Listened to the teacher throughout the class
 Followed the rules of the game
 On task for the majority of class
 Displayed good understanding/demonstration of Specific
Learning Outcome
5  Student participated actively in class for the entire class
 Listened actively to the teacher for the entire class
 Showed a complete understanding for the rules of the game
and followed them
 On task actively all class
 Displayed excellent understanding/demonstration of
Specific Learning Outcome